- Students here expand their knowledge from previous lessons into sex-linked traits, and produce a dragon “offspring”. They will also be given an opportunity to draw their results, which allows for visual and more kinesthetic-inclined learners to extend their thinking.
This lesson is adapted from http://serendip.brynmawr.edu/sci_edu/waldron/#dragon1 Text only version
Overview of Lesson:
At this point students are given the opportunity to demonstrate what they know about mendelian genetics. They have already learned about mitosis, meiosis, DNA and chromosome structure, linkage and the law of independent assortment. Here, they are challenged with the new concepts such as codominance, sex-influenced and sex-limited traits.
Students will get to choose a partner, and will be combining each other’s homologous chromosomes(in the form of a stack of popsicle sticks) that contain multiple genetic traits, as well as the sex, to pass on to their new baby dragon. Instead of “cutting out the pictures” as the original worksheet (link here!) described, students will be drawing their own “new baby” dragon in pairs
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
- Students will be given their packets, and asked to read it over as they enter class.
- Vocabulary homework is gone over, since there are some new words as are questions about it clarified through drawings if necessary. Students will then get to keep these particular sheets, and are encouraged to add to it as necessary for review and study-aids!
Engagement:
- I will explain the lesson, as it is similar to the one within the previous class, utilizing the new vocabulary.
- Students are then asked to dissociate into NEW partners this time, and to pick up their set of chromosomes, making sure that there is ONE male and ONE female sex-chromosome per pair of students
- The procedure has some probability, where students drop their “chromosome popsicle sticks” and whichever side lands facing up is the side that their new baby dragon will have as genes.
- This continues as students fill in their particular phenotype and genotype for their new baby dragon, and eventually draw out their dragon
Closure:
- For a change, we will ask the different pairs of students what they had received for their new baby dragon. Is it a boy or a girl? Why? Do the alleles on the autosomes affect those on the sex-chromosomes? Does the dragon have spikes? Why couldn’t the new male dragons be heterozygous for fire breathing?(it is sex-linked)
- Mention the exam date again, and recommend adding to the study sheet from what they keep learning.
- Homework is the first page of handout of protein worksheet for next lesson.
Assessment:
- Students will be asked to hand in their finished drawings of their “new baby” dragon as time permits, or will be asked to complete them as homework.
Lesson Plan
Lesson Title: Mendel's Genetics (or Dragon Genetics part II)
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
- Students here expand their knowledge from previous lessons into sex-linked traits, and produce a dragon “offspring”. They will also be given an opportunity to draw their results, which allows for visual and more kinesthetic-inclined learners to extend their thinking.This lesson is adapted from http://serendip.brynmawr.edu/sci_edu/waldron/#dragon1
Text only version
Overview of Lesson:
At this point students are given the opportunity to demonstrate what they know about mendelian genetics. They have already learned about mitosis, meiosis, DNA and chromosome structure, linkage and the law of independent assortment. Here, they are challenged with the new concepts such as codominance, sex-influenced and sex-limited traits.Students will get to choose a partner, and will be combining each other’s homologous chromosomes(in the form of a stack of popsicle sticks) that contain multiple genetic traits, as well as the sex, to pass on to their new baby dragon. Instead of “cutting out the pictures” as the original worksheet (link here!) described, students will be drawing their own “new baby” dragon in pairs
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
- Students will be given their packets, and asked to read it over as they enter class.- Vocabulary homework is gone over, since there are some new words as are questions about it clarified through drawings if necessary. Students will then get to keep these particular sheets, and are encouraged to add to it as necessary for review and study-aids!
Engagement:
- I will explain the lesson, as it is similar to the one within the previous class, utilizing the new vocabulary.- Students are then asked to dissociate into NEW partners this time, and to pick up their set of chromosomes, making sure that there is ONE male and ONE female sex-chromosome per pair of students
- The procedure has some probability, where students drop their “chromosome popsicle sticks” and whichever side lands facing up is the side that their new baby dragon will have as genes.
- This continues as students fill in their particular phenotype and genotype for their new baby dragon, and eventually draw out their dragon
Closure:
- For a change, we will ask the different pairs of students what they had received for their new baby dragon. Is it a boy or a girl? Why? Do the alleles on the autosomes affect those on the sex-chromosomes? Does the dragon have spikes? Why couldn’t the new male dragons be heterozygous for fire breathing?(it is sex-linked)- Mention the exam date again, and recommend adding to the study sheet from what they keep learning.
- Homework is the first page of handout of protein worksheet for next lesson.
Assessment:
- Students will be asked to hand in their finished drawings of their “new baby” dragon as time permits, or will be asked to complete them as homework.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: